Como estão os professores dos primeiros anos de escolaridade, em Portugal, a ser preparados para o ensino da leitura e da escrita?

Isabel Santos Silva; Gina C. Lemos; Maria de Fátima Sousa-Pereira; Carlinda Leite

doi:10.24840/esc.vi67.780

Autores

Isabel Santos Silva Departamento de Psicologia, Universidade de Évora https://orcid.org/0000-0003-1281-2877
Gina C. Lemos Centro de Investigação em Educação e Formação, Escola Superior de Educação, Instituto Politécnico de Setúbal
Maria de Fátima Sousa-Pereira Escola Superior de Educação, Instituto Politécnico de Viana do Castelo; Centro de Investigação e Intervenção Educativas, Faculdade de Psicologia e de Ciências da Educação, Universidade do Porto https://orcid.org/0000-0002-7533-6372
Carlinda Leite Centro de Investigação e Intervenção Educativas, Faculdade de Psicologia e de Ciências da Educação, Universidade do Porto https://orcid.org/0000-0001-9960-2519

DOI:

https://doi.org/10.24840/esc.vi67.780

Palavras-chave:

Estrutura da linguagem, Sistema de escrita e ortografia, Leitura e escrita, Formação de professores, Investigação e formação

Resumo

O ensino da leitura e escrita exige professores adequadamente preparados. Sendo da responsabilidade das instituições do ensino superior a formação dos professores, espera-se que ela tenha a qualidade desejada e seja assegurada por professores com investigação neste domínio. Realizou-se um estudo para conhecer que formação estão a ter os futuros professores para ensinar a ler e a escrever e que perfil de investigação têm os professores do ensino superior que a asseguram. Foram analisados os planos de estudo dos cursos de formação para a docência no 1.º ciclo do ensino básico, as fichas das unidades curriculares de formação na área de docência e de didáticas específicas associadas ao Português, à leitura e à escrita, e as fichas de curriculum vitae dos/as respetivos/as docentes. Entrevistaram-se diretores de curso e professores. Concluiu-se que existiam cursos que não contemplavam um estudo completo da linguagem e da língua, a relação entre a linguagem oral e a escrita, assim como as características do código ortográfico do português. Várias dimensões do ensino apontadas pela investigação científica em Educação e em Psicolinguística como relevantes não eram consideradas. Os formadores dos futuros professores tinham investigação escassa, pouco focada no Português, leitura e escrita, e baixa publicação em revistas indexadas.

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